Abstract:

Researchers used a mixed methods, cross-cultural case study to explore professional development strategies for preparing educators in the pedagogical use of instructional technologies (PUIT) in teaching and learning environments by comparing perceptions of educators groups in the United States and in the United Arab Emirates. The central question was: How do professional development efforts in education directly support the pedagogical integration of emerging technologies to advance teaching and learning in the United Arab Emirates as compared to those in the United States? This mixed methods case study included a existing data, literature review, pilot study and a quantitative 41-question online survey. After studying the problem during the period 2006-2008, 2009 pilot study results informed this 2010-2011 study. Using what was learned in previous exploratory research, researchers expanded the study to include an online survey using a non-probability sample of approximately 248 participant invitees or approximately 10-12% of educators from an accessible population of estimated 2,500 - 3,000 educators from United Arab Emirates and the United States (true population unlimited). The sample size formula was calculated by targeting a 95% confidence level with a 4.67 confidence interval. The study results suggest that presently, the United Arab Emirates PUIT professional development efforts have 10 strategies that participants perceived as critical gaps in the existing PD initiatives and 18 others that are highly desirable. The United States PUIT professional development, in contrast are driven systems using a wide number of technological means to communicate, complete administrative functions and engage Web-based tools and strategies. By comparison, educators in both countries shared exceptionally similar concerns about training in the pedagogical use of technology to improve instruction and student use of emerging technologies. The findings conclude that U.S. PUIT systems could benefit by expanding training in pedagogical methods to diversify strategies to address the needs of an increasingly diverse learners. Research recommendations calls for both the United States and the United Arab Emirates leadership and trainers to concentrate on using a more strategic approach to preparing future teachers and training educators, selecting and integrating emerging technologies to improve communications and to promote more autonomous, inclusive learning by the students and teachers including those with learning or physical disabilities.

Keywords:

Inclusive learning, professional development, learning environments, instructional technology, pedagogy, global learning, Web-based learning, pedagogy.